Workforce Development Plan

December 2018

Table of Contents

Introduction .......................................................................................................... 1

Workforce Profile .................................................................................................. 1

Plan Purpose ......................................................................................................... 3

Plan Goal ............................................................................................................... 3

Background ........................................................................................................... 4

Process .................................................................................................................. 4

Supporting Professional Development.................................................................... 9

Potential Barriers & Strategies to Address Them .................................................... 9

Roles and Responsibilities ................................................................................... 10

21st Century Competencies .................................................................................. 10

Conclusion ........................................................................................................... 13

Annexes

A Onboarding ............................................................................................. 14

B Separation .............................................................................................. 15

C Public Health Individual Training Log ........................................................ 16

D May 2018 Staff Core Competency Assessment Results ............................. 17

E Public Health Professional Development and Training Plan ....................... 18

1

Introduction Training and professional development of the workforce is one part of a comprehensive

strategy toward department quality improvement. Fundamental to this work is identifying

gaps in knowledge, skills, and abilities through the assessment of both organizational

and individual needs, and addressing those gaps through targeted training and

development opportunities.

This document provides a comprehensive workforce development plan for the Nevada

County Public Health Department (NCPHD). It also serves to address the documentation

requirement for Accreditation Standard 8.2.1: Maintain, implement and assess the health

department workforce development plan that addresses the training needs of the staff

and the development of core competencies.

Workforce Profile

NCPHD has 33 FTE. At the time of the adoption of this plan, NCPHD has no employees

under the age of 36 years old. Over 50% of employees are currently eligible for

retirement, and over 65% will be eligible by 2020. This is of concern because many of

the affected positions are difficult to fill and require specialized skill sets, including

nurses, management, and administrative support staff. As employees retire, they take

with them a vast array and depth of knowledge obtained over many years with the

department. In addition, turnover due to reasons other than retirement creates gaps in

the talent pool. Several critical positions are challenging to fill and keep filled due to

limited candidate pools and similar employment opportunities in neighboring counties

that offer higher rates of pay.

Age Distribution of NCPHD employees as of 12/15/18

0

5

10

2

6

2

6

7 7

3

Age Distribution of NCPHD Employees

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In addition to the FTE referenced above, NCPHD also makes use of individual

contractors, temporary employees and volunteers. NCPHD’s workforce reflects the age

distribution of our county fairly well, but does not fully reflect the ethnic and linguistic

diversity of the county’s population. Our workforce, however, is similar to the overall

public health workforce.

According to the 2017 Public Health Workforce Interests and Needs Survey (PH WINS),

the public health workforce is predominantly white, female and over 40 years old.

The PH WINS also states that health departments face a high rate of turnover, and

nearly half of the workforce is considering leaving their organization in the next five

years, with 22% planning to retire and 25% planning to leave for reasons other than

retirement. The survey indicates that the public health workforce is mission-driven, but

factors like pay, lack of opportunities for advancement, and workplace culture can

negatively affect engagement and satisfaction. In addition, compared to senior

leadership, fewer employees agree that creativity and innovation are rewarded and

believe that communication between leadership and staff is good.

Regardless of the similarities to the national public health workforce, NCPHD continues

to work to cultivate a diverse, adaptable and competent workforce utilizing a variety of

resources. In part, NCPHD is working towards this goal by its participation in

Government Alliance on Race and Equity’s (GARE’s) 2019 North State cohort.

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NCPHD employees are administratively and programmatically broken into four divisions,

though several staff work in more than one, such as the epidemiologist and Health

Techs. The divisions include:

NCPHD Division Staff

Administration Director, Administrative Analyst, Administrative Assistant, Health

Techs

Client Care Services Director of Nursing, Public Health Nurses, Registered Nurse,

Nurse Practitioners, Physical Therapist, Physical Therapist

Assistant, Occupational Therapist, Health Techs

Health and Wellness Program Manager, Health Education Coordinators, Project

Coordinator, Health Techs, Senior Nutritionist, Nutritionist

Emergency Preparedness Public Health Coordinator, Epidemiologist

All NCPHD employees meet or exceed the minimum requirements established for their

positions. NCPHD strives to cross-train staff that are in direct service positions so that if

an employee is out for an extended period of time, services can still be provided. For

example, more than one Health Tech is trained in providing services in Vital Statistics,

and our Senior PHN is trained to conduct HIV counseling and education. Despite

planning for such inevitabilities, the staff is small enough that it remains a struggle to

provide adequate coverage during extended absences and surge events (e.g.,

communicable disease outbreak, significant sheltering event). NCPHD’s guiding

philosophy is to serve the community, and that sometimes means that staff may

temporarily work in an area or for a program to which they are not normally assigned.

Plan Purpose

The Workforce Development Plan (WDP) serves as the foundation of NCPHD’s ongoing

commitment to the training and professional development of its workforce, which is one

part of a comprehensive strategy to overall department quality improvement. The

purpose of the NCPHD WDP is to ensure that a systematic process is in place for

NCPHD to identify individual staff competency strengths and areas for improvement as

compared to national standards, and to address gaps through targeted training and

development opportunities. This will ultimately ensure that NCPHD is using a continuous

quality improvement (CQI) process to enhance staff members’ skill sets.

Plan Goal

The goal of this WDP is to assure a competent, skilled and engaged public health

workforce, and to improve job satisfaction and engagement. The WDP provides a

framework of organized learning opportunities which will assist NCPHD’s workforce in

acquiring the competencies necessary for successful career development, which can

also improve and sustain higher levels of job satisfaction. This WDP allows for the

workforce to systematically pursue opportunities to improve their skill sets in order to

contribute to the goals of the NCPHD Strategic Plan, and ultimately to improve the

quality of public health services and programs offered to the County’s residents.

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Background

Training and professional development needs of NCPHD staff are based primarily

(though not entirely) on the nationally adopted core competencies. The Core

Competencies for Public Health Professionals (Core Competencies) are a consensus

set of competencies for the broad practice of public health in any setting. Developed by

the Council on Linkages, the Core Competencies reflect skills that may be desirable for

professionals who deliver the Essential Public Health Services. The Core

Competencies exist as a foundation for public health practice and offer a starting point

for public health professionals and organizations working to better understand and meet

workforce development needs.

The Core Competencies are divided into eight domains, or topical areas of knowledge

and skills:

1. Analytic/Assessment

2. Policy Development & Program Planning

3. Communication

4. Cultural Competency

5. Community Dimensions of Practice

6. Public Health Sciences

7. Financial Planning and Management

8. Leadership and Systems Thinking

These Core Competencies should not be confused with nor are they intended to replace

Nevada County’s Organizational Core Competencies.

Process

The NCPHD will use these Core Competencies to guide the following processes and to

proactively address identified gaps in capacity and capabilities:

1. Each staff member will complete a staff competency assessment relevant to

job functions within six months of hire and then every three years, as per the

department’s schedule. The assessment used will be the Public Health

Foundation Core Competency Assessment and will be conducted in the first

quarter of every third fiscal year for all staff. Initial assessments were

completed in May 2018, see Annex E for results. Results will be analyzed by

the Public Health Director and each employee’s supervisor. Based on the

assessment results, individual training plans will be reviewed and updated with

the input of the employee. The training plan will be captured in each

employee’s professional development plan (a part of the annual performance

review).

2. The training/professional development plan will identify the top two areas for

improvement or development for each employee based on the results of the

competency assessment, “Stay Questions” and other performance indicators.

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3. Areas for growth will be identified in each employee’s training/professional

development plan.

4. The supervisor will assist the employee in identifying competency-based

training content and curricula available from recognized institutions. If none are

found, the department will strive to create trainings internally.

5. The employee will be expected to document completion of all education and

training. In the absence of other mechanisms, a simple Training Log can be used

that captures the training name, date, length, and summary of content.

6. The completed individualized training plan will be reviewed as part of each

employee’s annual performance review and/or an individual meeting with the

employee.

Once public health training needs have been identified, NCPHD Leadership will work

with in-house experts as well as trainers from external programs. When and where

possible, trainings will offer continuing education credits including CEs, CHES, and

CMEs. Trainings will be offered to meet the needs of the workforce and include onsite

trainings as well as online trainings and webinars when appropriate and available.

Required Trainings:

Continuing Education: Various public health-related disciplines require continuing

education for ongoing licensing and practice. Licensures held by staff, and their

associated continuing education requirements are shown in the table below:

Discipline California Requirements (as of Nov 2013) Governing Body

Registered Nurse (RN)

Medical Doctor

Nurse Practitioner Licensed Clinical

30 hours of Continuing Education (CE) every 2 years

California Board of Registered Nursing

Medical Doctor 75 Continuing Education Contact Hours (CECH) every 5 years

National Commission for Health Education Credentialing Nurse Practitioner Licensed

Clinical 50 hours of Continuing Medical Education (CME) every 2 years

Medical Board of California

Physical Therapist 30 hours of Continuing Competency every 2 years

Physical Therapy Board of California

Occupational Therapist 24 hours of Professional Development Unit (PDU) every two years

California Board of Occupational Therapy

Physical Therapist Assistant 30 hours of Continuing Competency every 2 years

Physical Therapy Board of California

Registered Dietician 75 hours of Continuing Professional Education Units (CPEU) every 5 years

Commission on Dietetic Registration

Training Resources include:

California-Nevada Public Health Training Center (CaNvPHTC): NCPHD utilizes the

CaNvPHTC, a consortium of public health schools and programs in California and Nevada

that engages in training activities designed to strengthen the core competencies and

capabilities of the public health workforce. CaNVPHTC offers in-person and online

trainings for Public Health staff.

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TRAIN.org: TRAIN is a national learning network that provides thousands of quality

training opportunities to more than one million professionals who protect and improve

the public's health.

Powered by the Public Health Foundation (PHF), the TRAIN Learning Network brings

together agencies and organizations in the public health, healthcare, and

preparedness sectors to disseminate, track, and share trainings for the health

workforce on a centralized training platform.

The TRAIN Learning Network is comprised of:

State and federal TRAIN Affiliates that operate branded TRAIN web portals,

have administrative access to the TRAIN platform, and work together to

coordinate and share workforce training efforts.

Government agencies, academic institutions, and other nationally-recognized

and respected organizations that post content to the TRAIN Learning Network

in order to disseminate and track their trainings to the health workforce.

TRAIN learners from all US states and territories, as well as other 177

countries. Anyone can register as a learner on TRAIN at no cost and access

thousands of openly available course offerings, the majority of which are free.

Training needs and activities outside of Public Health Core Competencies but required

by agency, state, or federal laws are generally coordinated by NCPHD or the Nevada

County Health and Human Services Agency. See Table 1 below for detailed information.

Table 1: Summary of Required Trainings

Required Training Responsible Program

Training Schedule

Topics Covered Evaluation and Tracking

Compliance Training

Nevada County Health and Human Services Agency

All employees complete a training upon hire and annually thereafter

Policies and procedures

Reporting

HIPAA Privacy

Privacy and Security Officer maintains list of staff who completed online training

Safety Training Nevada County Public Health

All employees complete a training upon hire and annually thereafter

Injury and Illness Prevention Program

Hazard Communication

Emergency Action Plan

Fire Prevention Plan

Additional topics

Tracked through Training Partner

Signed certificate in staff file after passing quiz

Nevada County Quality Improvement Initiative

Nevada County Public Health

All employees complete a training upon hire

Tracked through sign-in sheets

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Accreditation Orientation

Nevada County Public Health

All employees complete a training upon hire

Tracked through sign-in sheets

Bloodborne Pathogens Training

Nevada County Public Health

All employees with job duties that may put them at risk for occupational exposure to Bloodborne Pathogens or other potentially infectious material complete training annually

Modes of Transmission

Risk of Transmission

Universal Precautions

Safe Equipment and Practices

Procedure for Exposures

Tracked through sign-in sheets and Hep B declinations

Aerosol Transmissible Diseases (ATD) Respiratory Protection including Fit testing

Nevada County Public Health

All employees with job duties that may put them at risk for Aerosol Transmissible Diseases complete training annually

Fit testing for N95 masks and other respirators

Personal Protective Equipment

Practices to limit exposures

Tracked through sign-in sheets and Health questionnaire or declinations

Equal Employment Opportunity and Anti-Harassment Training

Nevada County Human Resources

All supervisors and managers must complete a training upon hire and every two years

Applicable laws

Sexual harassment

Role of the manager in an investigation

Best practices

Tracked through sign-in sheets

Signed statement in staff file

Emergency Response – ICS 100 and NIMS ICS 700

Nevada County Health and Human Services Agency (HHSA)

All employees complete training upon hire

Introduction to Incident Command System

Introduction to National Incident Management System (NIMS)

HHSA Admin. maintains list of staff

Signed certificate in staff file after passing quiz

Continuity of Operations Plan (COOP) Training

Nevada County Public Health Department

Annual Departmental Training at January All Staff

Introduction to the COOP and any recent updates

Review of Surge Protocol

Tracked through sign-in sheets

The Public Health Accreditation Board has indicated trainings that should be

documented as having been conducted as part of the standard for Public Health

Accreditation. Table 2 below shows information about those trainings.

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Table 2: Summary of Trainings Meeting Public Health Accreditation Standards

Accreditation Standard and Guidance Examples of Trainings Meeting Standard

Standard 2.3.3 The health department must provide a schedule of training or exercises to prepare personnel who will serve in a surge capacity.

An annual ICS 100 refresher training is conducted at the August Public Health All Staff meeting to ensure staff response preparedness. In addition, the department conducts at least two call-down exercises annually to further ensure staff response preparedness.

Standard 6.2.1 The health department must document that staff are trained in laws that support public health interventions and practice. Staff must be trained on the specific aspects of the law for which they are programmatically responsible.

Individual programs are trained in laws that support public health interventions and practice that relate to their job.

Standard 8.2.2 The health department must provide two examples of its training or development programs for leadership and/or management staff.

Various trainings are available throughout the year to all staff through the County’s quarterly Leadership Team Meetings. Training topics include conflict resolution, effective communication, team building, workplace violence, and budgets, financial overview, and financial forecasts.

Standard 9.1.5 The health department must documents its staff development in the area of performance management.

Staff training on the development of performance measures to monitor and evaluate NCPHD Services outcomes is provided for teams and individuals directly working on quality improvement projects.

Standard 11.1.2 The health department must provide evidence of staff training on confidentiality policies, including training content and names of those who received training.

The HHSA Privacy Officers conduct an annual compliance training, which includes training on confidentiality and Health Insurance Portability and Accountability Act (HIPAA) practices.

Standard 11.1.3 The health department must provide one example of staff training on social, cultural, and/or linguistic factors. Documentation must show the content of the training and record of who attended.

NCPHD provides training and staff development related to social determinants of health. Training includes lunchtime workshops featuring the PBS documentary series “Unnatural Causes,” which discusses how social, cultural, and economic factors impact health, and case study reviews from NACCHO’s Expanding Boundaries: Health Equity and Public Health Practice.

NCPHD considers itself a learning organization and its learning philosophy is to support

and sustain a capable and qualified workforce. Training and educational activities are

conducted to strive for the highest quality of services and performance improvement while

meeting the needs and expectations of customers.

Whether conducting training, educational outreach, workshops or exercises, quality

improvement methods such as evaluation forms, after action reports, and improvement

plans will be utilized. As referenced in the Quality Improvement Plan, NCPHD is

committed to improving quality in all of its services, processes and programs, including

workforce development.

Evaluation and Tracking:

Evaluation of training will provide NCPHD with useful feedback regarding content,

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delivery, and training effectiveness. Accurate evaluation and tracking of training is

necessary, particularly for professional continuing education documentation and quality

improvement purposes.

Evaluation

Training curricula, methodologies, and instructors will be evaluated using a structured

information collection and review process. The NCPHD Leadership Team will be

responsible for the oversight, monitoring and evaluation of training programs. Post-

training evaluations will be utilized and the feedback obtained will assist Leadership in

determining the:

Efficacy and quality of content

Quality of delivery

Measurable outcomes

Tracking

Workforce training will be thoroughly and accurately documented per course and

individual. Most County and NCPHD courses can be tracked electronically through the

County’s Employee University System. Supervisors can monitor their staff transcripts and

progress. On-demand reports are available that show individual names, status of training,

date of completion, and proficiency percentage. The following methods will be used to

document workforce training:

Sign-in sheets

Learning Management System reports

Certificates/Confirmation of completion

Agendas

Copies of training materials

Supporting Professional Development

The NCPHD supports the continued growth and development of its workforce to ensure a

competent staff who can meet the needs of its ever changing work environment.

Outlined below are opportunities for professional development at NCPHD:

Membership in professional organizations (e.g., CHEAC, DPHN, CRISS, NACCHO)

Conferences sponsored by professional organizations, such as APHA and APHN

Continuing education related to maintaining professional licensure/certification

Training opportunities for staff related to nationally recognized core competencies

Educational financial assistance for eligible staff when funds are available

Potential Barriers to Closing Identified Training, Development and Workforce Gaps

NCPHD has a very small staff, so individuals are already very busy and adding more

training requirements has the potential to be overwhelming. To address this,

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supervisors will discuss training/professional development plans with each employee

and tailor the plan to that employee so training will be meaningful and targeted. These

plans are to be reviewed mid-year and any necessary adjustments can be made at

that time. Employees may also set up additional meetings at any time if they feel their

plan needs to be modified or if an unplanned training opportunity presents itself.

NCPHD also has a limited training budget, so securing or identifying funds to invest in the

training of all staff will also be challenging. To address this potential barrier, NCPHD

leadership will strive to partner with other departments within the Health and Human

Services Agency to determine if trainings can be offered jointly while sharing costs.

Lastly, post-millennials will be entering the workplace soon, and NCPHD’s workforce

could then theoretically be comprised of five generations. A multigenerational workforce

creates challenges related to communication styles, expectations, and negative

stereotyping. It will be imperative to address the generational differences and leverage the

strengths of each generation of employees.

Roles & Responsibilities

The individuals responsible for the implementation and update of this Workforce

Development Plan, as well as their associated roles and responsibilities are listed below:

Role Responsibilities

Public

Health

Leadership

Establishes workforce goals, objectives and strategies

Sets priorities

Determines sufficient budgetary resources

Address barriers to closing development and training gaps

Establishes an environment that is conducive and supportive of learning

Ensures that appropriate training resources and support structures are available within the department

Domain 8

Champion

Oversees implementation and revision of the Workforce Development Plan

Supervisors Ensures that individual and program-based training initiatives are implemented

Works with employees to develop an individualized learning plan and support the

implementation of the plan (e.g. time away from work, coaching)

Identifies and mentors staff that show potential for promotion through high

performance and an expressed desire for career advancement in NCPHD or in

HHSA

All Employees

Ultimately responsible for their own learning and development

Works with supervisor to identify and engage in training and development opportunities

that meet their individual as well as program/department-based needs

Identifies opportunities to apply new learning on the job

21st Century Competencies

Technology

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NCPHD is adapting to a world that requires use of digital information to increase efficacy

and productivity. Implementing current technologies makes it easier for employees to

manage and share information internally, with stakeholders, and with the public. The

following are a few examples of how NCPHD is using technology to improve processes

and to attract a workforce that expects technology-driven service delivery and solutions:

Electronic Health Records enable staff to provide a more coordinated, efficient level of

care and meet federal requirements. This is also an asset when recruiting health care

providers.

Use of an “Open Data” portal as a method of sharing data with stakeholders and the

public to address the collective health needs of the community and to accomplish

goals and monitor progress for the Community Health Improvement Plan (CHIP). This

is also in alignment with the department’s Strategic Plan.

An online performance management tool that will monitor progress and report key

performance indicators for the department’s service delivery goals.

Working on an online appointment system for scheduling clinic appointments that

allow customers to schedule appointments electronically rather than having to use

staff time throughout the week to do so.

Participating on the BioSense National committee and promote the use of that

system for both hospitals’ Emergency Departments.

Increasing the use of syndromic surveillance with the hospital infection control staff,

and possibly expanding the NSSP Essence to community clinics if part of hospital

Cerner system.

NCPHD will continue to assess information technology needs of the department and

staff, and work with the County’s Information Services Department to meet those needs.

Workforce Diversity

As stated previously, NCPHD workforce does not fully reflect the ethnic and linguistic

diversity of the county’s population. We continue, however, to work to cultivate a diverse,

adaptable and competent workforce utilizing a variety of resources and remain focused

on promoting health equity and improved cultural competence for its ever-changing

workforce environment. The department launched a series of presentations on health

equity at monthly All Staff meetings and asked staff to complete a cultural competency

survey. In addition, the department joined the Government Alliance on Race and Equity

(GARE) and is in the earliest stages of crafting a racial equity statement and of utilizing

GARE’s racial equity tool. NCPHD Leadership will evaluate current activities and make

recommendations to ensure that staff is prepared to competently meet the needs of all of

Nevada County’s communities.

Future Workforce: Student Nurses

The challenge to recruit Public Health Nurses (PHNs) continues to be significant across

the state. With the significantly increased fees recently imposed by the California Board of

Registered Nursing, NCPHD anticipates that recruiting PHNs will become even more

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challenging. NCPHD is unable to offer compensation that is competitive enough to recruit

nurses away from higher paying hospitals and neighboring counties, so NCPHD is

committed to investing in and developing relationships with the future workforce.

NCPHD supports the Director of Public Health Nursing’s (DPHN) efforts to serve as a

Public Health Nurse (PHN) Preceptor. The DPHN works with local schools of nursing and

baccalaureate PHN students to bring to life the passion of public health nursing and the

complexity of the PHN role. Preceptors guide and enhance the population-based learning

of students by providing ideas, information, resources, knowledge and feedback about the

reality of practice. Preceptors work with a specific student or group of students for the

duration of their onsite rotation in the health department (usually 6-10 weeks) and are

available to students regularly. This helps strengthen the link between the public health

department and the schools of nursing by assisting students in integrating their learning

objectives with “real world” public health nursing practice skills.

Benefits to Student

Individual support and encouragement for PHN students

Individualized orientation to meet learning needs

Increased knowledge in PHN specialty

Creation of a relationship for exchange of information and ideas

Opportunities for networking

Opportunity to apply curriculum content to a real practice environment

Closer working relationship between faculty and public health department leading to

improved access and understanding of community and public health department

Increased confidence in nursing skills

Benefits to Preceptor

Gives formal recognition to preceptor as a role model

Gives supervisor an understanding of formal time spent with student

Gratification of advancing the practice of PHN

Networking opportunities and support from other preceptors, faculty and The Office

of Public Health Practice

Satisfaction of sharing knowledge and experience

Opportunity to sharpen own skills and knowledge base

Develop professional ability to coach/mentor/teach others

Increased involvement in the organization

Opportunity to influence change in health department

Benefits to Local Public Health Department

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Increased clinical, communication and teaching skills of preceptor contribute to

health department goals

Commitment of preceptor as valued, knowledgeable member of the organization

Retention of skilled PHNs who are able to continue their professional development

Recruitment of new PHNs whose skills are known and recognized

Creation of a relationship for exchange of information and ideas

Opportunities for networking

Closer working relationship between faculty and public health department leading to

improved access and understanding of community and public health department

Opportunity to see public health issues with the fresh perspective of students

Benefits to Community

Increased services to the community

Opportunity for the community to shape the future nursing workforce

Conclusion

The NCPHD Workforce Development Plan is intended to be a living document and will

be reviewed and discussed on a yearly basis to reflect the changing needs of the

workforce and the population we serve. The Plan also reflects NCPHD’s commitment to

assessing training needs of all staff and its commitment to dedicating resources for

professional development. A list of training resources is located on the shared drive and

new resources will be added as they are identified.

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Onboarding

Workforce development begins at hire, and NCPHD has embraced Onboarding as a

collaborative, strategic approach that provides new employees with the needed

information, tools and resources to effectively meet organizational goals. Onboarding

aims to:

Increase new employee productivity by training them about the County, Agency

and Department and their respective cultures.

Improve retention rates of new employees by providing the wide array of

information that employees need in order to feel engaged, successful and

connected.

Provide audience-specific, in-depth, timely information over an extended period of

time, so that information is useful and memorable for the new employee.

Streamline processes and provide best practice information to enable

managers/supervisors to deliver high-quality, consistent and accurate information

systematically to all new employees.

Foster an environment of employee engagement, where employees feel that

Nevada County is a great place to work.

A successful onboarding program makes a positive impression on a new employee and

creates a welcome feeling which confirms their decision to work Nevada County.

Research indicates new employees are most vulnerable to leave an organization within

the first 18 months of employment. An Onboarding process will provide NCPHD the

opportunity to make the best impression before Day 1.

Key goals of Onboarding:

Builds NCPHD’s BRAND as an employer of choice

Increases employee RETENTION

REDUCES high turn-over and related costs

Improves employee efficiency and PRODUCTIVITY

Enhances employee ENGAGEMENT

Creates brand ADVOCATES

Encourages improved manager-employee COMMUNICATION

Annex A

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Separation

Much can be learned from employee separation that can contribute to ongoing workforce

development. NCPHD believes that a structured separation plan for the orderly exit of

employees is essential. Whether voluntary or involuntary, employee separations must be

handled in a professional and mature manner. Once an employee decides to leave, the

separation must be as smooth as possible.

Some of the more routine tasks when dealing with an employee who is separating are the

surrender of their badge, and if issued, keys and credit card. Also, coordinating the

disabling of their email and voicemail accounts, as well as who will be granted access to

their existing emails and files for continuity and historical purposes.

Lastly, a final exit interview/survey will be conducted by the employee’s supervisor or

his/her designee to assess the reasons for the employee’s departure and/or factors that

might have caused the employee to resign. The information from each survey will be used

to provide feedback on why employees are leaving, what they liked about their jobs as

well as what they didn’t like. We hope, over time, to track and use this data to target and

address areas where we think we can improve our employee’s overall experience.

Annex B

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Nevada County Public Health Individual Training Log

Employee Name:

Training Title Date # of Days Summary of Training Content

Annex C

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0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

Analytical /Assessment Skills

PolicyDevelopment /

ProgramPlanning Skills

CommunicationSkills

CulturalCompetency

Skills

CommunityDimensions ofPractice Skills

Public HealthSciences Skills

FinancialPlanning &

ManagementSkills

Leadership &Systems

Thinking Skills

2.702.49

2.81 2.80 2.86

2.42 2.502.68

2.292.43

2.90

2.43

2.67

1.76

2.252.46

3.022.90

2.79 2.792.61 2.67

2.58 2.63

Employee Self Assessments Weighted Averages by Domain

Tier 1 - Line Staff Tier 2 - Leadership Tier 3 - Mgmt

NCPHD Core Competencies Self-Assessment Results – 2018

Top Two Gaps in Capacity/Capabilities Per Tier (as per 2018 self-assessment results):

Tier 1 Employees: Policy Development/Program Planning Skills; Public Health Science Skills

Tier 2 Employees: Public Health Science Skills; Financial Planning and Management Skills

Tier3 Employees: Community Dimensions of Practice Skills; Financial Planning and Management Skills

Top Requested Training (as per 2018 NCPHD All Staff survey):

Cultural Competency Skills

Annex D

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Nevada County Public Health Professional Development and Training Plan

Public Health Core Competencies

Analytical/Assessment Skills - focus on identifying and understanding data, turning data into information for action, assessing needs and assets to address community health needs, developing community health assessments, and using evidence for decision making.

Policy Development/Program Planning Skills - focus on determining needed policies and programs; advocating for policies and programs; planning, implementing, and evaluating policies and programs; developing and implementing strategies for continuous quality improvement; and developing and implementing community health improvement plans and strategic plans.

Communication Skills - focus on assessing and addressing population literacy; soliciting and using community input; communicating data and information; facilitating communications; and communicating the roles of government, health care, and others.

Cultural Competency Skills - focus on understanding and responding to diverse needs, assessing organizational cultural diversity and competence, assessing effects of policies and programs on different populations, and taking action to support a diverse public health workforce.

Community Dimensions of Practice Skills - focus on evaluating and developing linkages and relationships within the community, maintaining and advancing partnerships and community involvement, negotiating for use of community assets, defending public health policies and programs, and evaluating effectiveness and improving community engagement.

Public Health Sciences Skills - focus on understanding the foundation and prominent events of public health, applying public sciences to practice, critiquing and developing research, using evidence when developing policies and programs, and establishing academic partnerships.

Financial Planning and Management Skills - focus on engaging other government agencies that can address community health needs, leveraging public health and health care funding mechanisms, developing and defending budgets, motivating personnel, evaluating and improving program and organization performance, and establishing and using performance management systems to improve organization performance.

Leadership and Systems Thinking Skills - focus on incorporating ethical standards into the organization; creating opportunities for collaboration among public health, health care, and other organizations; mentoring personnel; adjusting practice to address changing needs and environment; ensuring continuous quality improvement; managing organizational change; and advocating for the role of governmental public health.

Annex E

19

Nevada County Public Health Professional Development and Training Plan

This form is to be completed in addition to staff performance evaluations. It is recommended that the Stay Questions are sent to staff ahead of time. Improving skills defined in the Public Health Core Competencies along with topics identified in the Stay Questions should be used to develop training goals/opportunities for the year ahead.

Stay Questions:

1. What do you like best about your current role? What would you like more of?

2. What frustrates you in your current job? What restricts productivity and innovation?

3. Where would you like to be in the County in two years?

4. What are the most challenging but exciting aspects of your current job? How can we challenge you further?

5. Do you want to move into a leadership role, or more of one? What are your expectations, timetable and concerns?

Training Plan:

1. 2.

SIGNED: ____________________________ ____________________________ Employee Date Supervisor

Employee

Supervisor

Class Title

Date

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Record of Changes

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